Beginning Monday, August 25, daily objectives and assignments will be posted to this website. This page will serve several purposes. The first is so that all students who miss school will be able to determine what has been missed and determine a reasonable frame of time within the guidelines of CMS policy to complete make-up work and assessments. To some degree, I can imagine that posting objectives and assignments will serve as a safety net for some who do not have an opportunity to copy assignments into the agenda. Relying solely on the website to recover assignments is not advised. The primary source of objectives and assignments will be to continue to copy them into the agenda at the beginning of each class. The student is responsible for this classroom procedure and is 100% accountable for completing assignments on time. This means that a student who fails to copy homework in the beginning of class, whether or not he or she can retrieve the daily assignment from the website even when I do not or cannot post the assignment, and consequently fails to turn in an assignment by the due date, will receive a zero.
AK English I Syllabus 2015-2016 | |
File Size: | 95 kb |
File Type: | doc |
The following titles are required for class. Remember to use your voucher at Barnes and Noble Arboretum!
Username: akell32
Password: a8m4v |
Objectives, Agendas, and HomeworkTuesday, January 12
Objectives:
Monday, January 11
Objectives:
Friday, January 8
Objectives:
Thursday, January 7
Objectives:
SAMPLE: Thesis/Topic: In "Ain't I a Woman," Sojourner Truth effectively establishes an indignant and defiant tone by effectively incorporating repetition and parallelism. Detail/Evidence 1: Despite the man who says "that women needs to be helped into carriages, and lifted over ditches and to have the best place in the world," "nobody ever helps" Ms. Truth. While she has "ploughed, and planted, and gathered into barns," she understands that her work even exceeds the work of the average man, and her use of parallelism does not so much function to solicit respect from the men, but to shame them. Wednesday, January 6
Complete term review and comma exercises. Tuesday, January 5 Objectives:
Monday, January 4
Objectives:
Happy Friday, December 18
Objectives:
Thursday, December 17
Objectives:
Wednesday, December 16
Objectives:
Tuesday, December 15
Objectives:
Monday, December 14
Objectives:
Happy Friday, December 11
Objectives:
Thursday, December 10
Objectives:
Wednesday, December 9
Objectives:
MAKE SURE YOU READ AND UNDERSTAND AND FOLLOW THE PAPER SPECIFICATIONS DETAILED ON THE RESEARCH PAPER PAGE OF THIS WEBSITE. Tuesday, December 8
Objectives:
Create a Main Idea Graphic Organizer: Components: · Summary of Events · Significant details: who, where, when · Diction · Facts, opinion, anecdotes The components must be analyzed and synthesized to create a statement of main idea. Monday, December 7
Objectives:
Happy Friday, December 4
Objectives:
Thursday, December 3
Objectives:
Wednesday, December 2
Objectives:
Tuesday, December 1
Objectives:
Monday, November 30
Objectives:
Tuesday, November 24
Objectives:
Monday, November 23
Objectives:
Happy Friday, November 20
Objectives:
Thursday, November 19
Objectives:
Wednesday, November 18
Objectives:
Tuesday, November 17
Objectives:
Monday, November 16
Objectives:
Thursday, November 12
Objectives:
Tuesday, November 10
Objectives:
Monday, November 9
Objectives:
Friday, November 6
Objectives:
Thursday, November 5
Objectives:
Wednesday, November 4
Objectives:
Tuesday, November 3
Objectives:
Monday, November 2
Objectives:
Happy Friday, October 30
Objectives:
Thursday, October 29
Objectives:
Wednesday, October 28
Objectives:
Tuesday, October 27
Objectives:
Monday, October 26
Objectives:
Thursday, October 22
Objectives:
Poetry Responses
Sample
Our Other Sister for Ellen by Jeffrey Harrison The cruelest thing I did to my younger sister wasn't shooting a homemade blowdart into her knee, where it dangled for a breathless second before dropping off, but telling her we had another, older sister who'd gone away. What my motives were I can't recall: a whim, or was it some need of mine to toy with loss, to probe the ache of imaginary wounds? But that first sentence was like a strand of DNA that replicated itself in coiling lies when my sister began asking her desperate questions. I called our older sister Isabel and gave her hazel eyes and long blonde hair. I had her run away to California where she took drugs and made hippie jewelry. Before I knew it, she'd moved to Santa Fe and opened a shop. She sent a postcard every year or so, but she'd stopped calling. I can still see my younger sister staring at me, her eyes widening with desolation then filling with tears. I can still remember how thrilled and horrified I was that something I'd just made up had that kind of power, and I can still feel the blowdart of remorse stabbing me in the heart as I rushed to tell her none of it was true. But it was too late. Our other sister had already taken shape, and we could not call her back from her life far away or tell her how badly we missed her. “Our Other Sister” is a poem by Jeffrey Harrison. It is about the speaker-of-the-poem lying to his sister. In the first stanza, the speaker-of-the-poem states that the meanest thing he ever did to his sister was not hitting her in the knee with a homemade blowdart. In the second stanza, he explains the meanest thing he ever did was say that they had another sister. In the third stanza, he isn’t sure why he did it. In the fourth stanza, he names the imaginary sister Isabel. In the fifth stanza, he says Isabel ran away to California and did drugs and made jewelry. In the sixth stanza, Isabel leaves California and moves to New Mexico. In the seventh stanza, the real sister is crying. In the eight stanza, the speaker-of-the-poem feels quite powerful because of his lie. In the ninth stanza, he wants to take back the lie. In the final stanza, the speaker-of-the-poem decides to let his lie live, to serve as the truth. I like “Our Other Sister” by Harrison because it is a reminder of how powerful our words can be—whether they be lies or the truth. This poem reminds me of a time in Topeka when I was forced to take my younger sister everywhere. My friend Mary and I used to actually play hide-and-seek inside the capitol building. There was an information desk and we told my unsuspecting, always-loved-me, little sister to go to the lady at the information desk and ask to speak to the President of the United States of America. Of course, Mary and I knew Jimmy Carter was nowhere around, but that didn’t stop my little sister from approaching the lady with jeweled glasses. My favorite lines are “how thrilled and horrified I was that something I’d just made up had that kind of power” (22-24). I love this line because usually we tell lies so easily and never consider their true impact. Wednesday, October 21
Objectives:
Monday, October 19
Objectives:
Friday, October 16
Objectives:
Thursday, October 15
Objectives:
Midterm 10/20 Fiction Common Assessment
POST TEST 1. If you do not complete the test within the time provided, you will be given fifteen minutes at 2:30 P.M. to complete the test. 2. You must check PowerSchool to view your grade. If you score a 79 or below, you may retake the test. If you wish to retake the test, you must attent remediation on Thursday from 2:30-3:00 P.M. 3. The retake will be held at 2:30 P.M. on Friday. Tuesday, October 13 Objectives:
Monday, October 12
Objectives:
Happy Friday, October 9
Objectives:
Thursday, October 8
Objectives:
Tuesday, October 6
Objectives:
Use the online textbook button below with the username and password that follows to read "The Scarlet Ibis." Username: akell32
Password: a8m4v Although this is certainly NOT a requirement, you are welcome to use this graphic organizer to prepare your thoughts. There WILL be a mini-assessment on this short fiction.
Monday, October 5
Objectives:
Friday, October 2
Objectives:
Thursday, October 1
Objectives:
I highly recommend completing the chart by typing directly onto the document. This allows you to explore Mathilde Loisel without tiring. It also maximizes space. I expect this chart to be completed thoroughly, as it is the only physical homework due tomorrow. The chart provides two quotations, both copied and pasted into the document. This is simple and efficient. Last chance for Knight Time sign ups! Wednesday, September 30
Objectives:
Tuesday, September 29
Objectives:
Monday, September 28
Objectives:
Composing a Theme Statement:
Read the following on composing a thematic statement. The first example would fit well for "The Interlopers": Use the posting forum below to submit your thematic statement. Once you've composed a final draft, paste the statement along with your name and period number into the form. You must become a member first!
Remember that everyone in class will be reading these statements, and we will also be evaluating them. More specifically, the class will vote on the most effective, well-written example. Good luck! Thursday, September 24
Objectives:
1. prepositional phrase opener or interrupter. 2. only active action verbs 3. typed is preferred Tuesday, September 22
Objectives:
I posted an optional forum topic below. Read and respond to the "Optional Post". The forum is easy to navigate, and if you enter a response, I will provide an incentive to you.
Monday, September 21
Objectives:
VCR Test TBD Happy Friday, September 18
Objectives:
Thursday, September 17
Objectives:
Sentences Specifications: 1. Prepositional phrase opener or interrupter. 2. 3 x each HTFS rule 3. one underlined vocabulary per sentence 4. only active action verbs 5. typed is preferred Wednesday, September 16
Objectives:
Tuesday, September 15
Objectives:
Monday, September 14
Objectives:
Objectives, Agendas, and HomeworkHappy Friday, September 11
Objectives:
Thursday, September 10
Objectives:
Agenda:
Homework:
Wednesday, September 9
Objectives:
Agenda:
Homework:
Narrative structure questions should be completed in the composition book. The questions are below, and the text is to the right. Tuesday, September 8
Objectives:
Happy Friday, September 4
Objectives: · Analyze how narrative structure creates effects such as mystery, tension, surprise. (RL5) · Initiate and participate in collaborative discussions. (SL1) Agenda: · Identify verb phrases. · Examine the narrative structure of a text. Homework:
The following is NOT homework: Thurber's narrative techniques: 1. How does the author manipulate the sequence of the story? Why does he do this? 2. Flashes occur regularly. Do they occur for a purpose, or do they seem to occur randomly? When do the flashes occur? 3. Describe the flashes. What do they all have in common? What is the significance of the flashes and what do they suggest about Walter Mitty? 4. What is the significance of the final flash? Thursday, September 3
Objectives:
Agenda:
Homework:
Vocabulary Sentence Compositions: 1. Sentences must have underlined term 2. Context reveals definition 3. Prepositional phrase opener or interrupter 4. Must have 10 action verbs and 5 linking Wednesday, September 2
Objectives: · Analyze how narrative structure creates effects such as mystery, tension, surprise. (RL5) · Initiate and participate in collaborative discussions. (SL1) Agenda: · Complete prepositions quiz. · Identify action verbs. · Examine vocabulary note cards: gallery walk · Unpack the genre fiction. · Examine the narrative structure of a text. Homework: · Read "The Secret Life of Walter Mitty." · Lesson 1 exercises · Lesson 1 sentences 9/4 · Lesson 1 quiz 9/8 · CRO Week 1 9/4 Tuesday, September 1
Objectives: · Analyze how narrative structure creates effects such as mystery, tension, surprise. (RL5) · Initiate and participate in collaborative discussions. (SL1) Agenda: · Define and identify verbs. · Introduce vocabulary procedures. · Unpack the genre fiction. Homework: · Prepositions List Quiz · Lesson 1 note cards · Lesson 1 exercises 9/3 · Lesson 1 sentences 9/4 · Lesson 1 quiz 9/8 · CRO Week 1 9/4 Monday, August 31
Objectives: · Analyze the representation of a key scene in two different artistic mediums (CCSS RL7) · Read and annotate a text to determine an author's central idea and point of view (CCSS RL2, RL6). · Determine the meaning of words and phrases as they are used in a text (RL4) Agenda: · Identify prepositions. Complete assessment. · Complete composition book set-up. · Introduce packet procedure. Homework: · Bring vocabulary book. · Summer Reading 9/1 · Prepositions List Quiz 9/2 Correction: You may NOT use your novels on the Summer Reading Test tomorrow! Friday, August 28
Objectives: · Analyze the representation of a key scene in two different artistic mediums (CCSS RL7) · Read and annotate a text to determine an author's central idea and point of view (CCSS RL2, RL6). · Determine the meaning of words and phrases as they are used in a text (RL4) Agenda: · Identify prepositions. · Quiz review and preparation. · Complete formal grammar diagnostic. · Set up composition book. · Compare two texts of different mediums. Homework: · Website composition · Bring vocabulary book. · Prepositions Quiz · Prepositions List Quiz 9/2 Website Composition: Compos
Free Write Topic: My Name Compose a short essay answering the following questions. A short essay can be two or more paragraphs.
|
Documents and Resources
Grammar Content on the Test 1/11:
NC FINAL REVIEWFolks, everything you need for your NC Final is here. You are well-prepared, and you will do very well on your final. Remember that often students spend less time preparing for reading comprehension assessments and more time for assessments where facts, statistics, and "black and white" answer choices are anticipated. Be careful in making that decision. Please review all review materials before determining how much you should prepare.
NC FINAL INFORMATION: Common Core Objectives Tested on NC Finals: Nonfiction/Informational Texts 40% of questions
Complete the following nonfiction term review. It will allow you to see any gaps in your understanding of key terms and identify weaknesses which you must strengthen before your final.
Do not use any assistance on the review. You will be given an informal completion grade for this assignment. Please use these exercises. They're not time consuming at all, and I believe they efficiently support the rules you've studied.
The RJ assessment will cover character identifications, all literary terms discussed to this point, and events that drive the plot.
It's not a difficult assessment if you've kept up with your notes, assessments, annotations, and discussion. I marked these pages, passages, or dialogues as significant. Look at any literary devices, the context, and translations. Act III & IV:
The purpose of reading the play from this site isn't to encourage short cuts or laziness. In fact, if you'd like to spend time reading the "left side," you certainly should. It's good for you. The "right side" is simply the vernacular, and I've never been crazy about the accuracy of the translation because the authors seem to spend some time translating for the sake of entertaining rather than staying true Shakespeare. I get it. Sell a ton of books.
Anyhow, read either side, or both, to support the gaps in class coverage. We'll likely wrap up the play on Monday and Tuesday. Poetry Test Review:
You will be responsible for the literary terms on the poetry literary terms page and in your composition book. The assignment in preparation for the Poetry Assessment will be considered "optional." It requires students to read three fiction selections, analyze the texts, respond to questions, and check the answers before submitting the responses to me on Tuesday, November 19. Students who wish to complete the assignment will receive 150 points while those who do not complete the assignment will not be given the additional points (not completing the assignments will not count against a student). Analyzing the passage data of all first-semester English students revealed that the largest potential for gain exists within Common Core Standards 2, 4, 3, 5, and 6 in the category of reading literature. Each of the three poems assigned provides students with the opportunity to target those standards while reinforcing the others. Use the online text (see login and password information above)
Complete this together:
After discussion, analysis, and paraphrasing, take this individually.
Google Classroom Code: u2lqz0k
Try this new one:
The following interactive exercises can be of more benefit once we've reviewed all fourteen subject-verb agreement rules; however, explanations accompany both correct and incorrect responses, which is useful wherever we are in subject-verb agreement.
Google Classroom Code: u2lqz0k
FCA study materials are truncated below. The weebly and your composition book are the best materials for review!
Fiction Common Assessment Additional Assignment
The additional assignment in preparation for the Fiction Assessment will be considered "optional." It requires students to read three fiction selections, analyze the texts, respond to questions, and check the answers before submitting the responses to me on Tuesday, October 13. Students who wish to complete the assignment will receive 150 points while those who do not complete the assignment will not be given the additional points (not completing the assignments will not count against a student).
Analyzing the passage data of all first-semester English students revealed that the largest potential for gain exists within Common Core Standards 2, 4, 3, 5, and 6 in the category of reading literature. Each of the three passages assigned provides students with the opportunity to target those standards while reinforcing the others. Read and apply the “Reading Literature Strategies.” Students who wish to earn the additional credit must read and analyze all three texts using the online textbook (log in information is listed below), must complete the questions for each text, and must use the answer documents to check and correct work. The Honor Code does apply.
"The Lottery"
1. What is the surprise ending? Does the surprise serve a thematic purpose or is merely to entertain? 2. What is the significance of the symbolism of the black box? 3. Is there a statement in the text that provides a possible explanation for holding the lottery? 4. What attitudes toward the stoning are represented by (a) Old Man Warner (b) Mr. and Mrs. Adams (c) Tessie Hutchinson (d) the villagers in general? 5. Find one example of each of the three types of irony: situational, verbal, and dramatic. You can find these definitions on the “Literary Terms” page of my weebly. 6. What is the central idea of the text?
Tricky Situations
The following links are OPTIONAL!
Students who wish to earn the additional credit must read and analyze all three texts using the online textbook (log in information is listed below), must complete the questions for each text, and must use the answer documents to check and correct work. The Honor Code does apply.
Username: akell32
Password: a8m4v
Fiction Test Review:
You will be responsible for the literary terms on the literary terms page and in your composition book. This week's additional assignment in preparation for the Fiction Assessment will be considered "optional." It requires students to read three fiction selections, analyze the texts, respond to questions, and check the answers before submitting the responses to me on Tuesday, October 13. Students who wish to complete the assignment will receive 150 points while those who do not complete the assignment will not be given the additional points (not completing the assignments will not count against a student). Analyzing the passage data of all first-semester English students revealed that the largest potential for gain exists within Common Core Standards 2, 4, 3, 5, and 6 in the category of reading literature. Each of the three passages assigned provides students with the opportunity to target those standards while reinforcing the others. Read and apply the RL strategies using the following document: |
Thursday, August 27
Objectives: o Analyze the representation of a key scene in two different artistic mediums (CCSS RL7) o Read and annotate a text to determine an author's central idea and point of view (CCSS RL2, RL6). o Determine the meaning of words and phrases as they are used in a text (RL4) o Engage in academic discussions regarding composition (SL4). Agenda: o Identify and employ prepositions. o Quiz review and preparation. o Annotate a text for deeper understanding. o Meet with academic group to critique compositions. Submit compositions. o Compare two texts of different mediums. Homework:
|
You will NOT have to write a comparative paragraph. Please, however, respond to the following questions, which you may type if you prefer.
Please compose responses to the following questions:
|
Wednesday, August 26
Objectives:
· Determine the meaning of words and phrases as they are used in a text (RL4)
· Compose an explanatory response to characterize the speaker of a literary text (W2).
Agenda:
· Identify and employ prepositions.
· Further annotate a text for deeper understanding.
· Compose an explanatory text.
Homework:
· Complete explanatory response ****
· Grammar Diagnostic 8/28
· Complete "Student Information Sheet." 8/28
· Prepositions List Quiz 9/2
*** Note: The assignment to read "What's in a Name?" has been postponed. Please use the following to guide your composition process:
Who is the speaker?
Compose a paragraph analyzing how the speaker exhibits traits and how those traits reveal both her point of view and the central idea of the text. Typing your paragraph is preferred.
Before you draft a response, please compose and complete the following:
In order to compose a thorough explanation of this character, I must consider....
1.
2.
3.
4.
Suggested outline:
I. Thesis
II. Character Trait #1
III. Support
IV. Character Trait #2
V. Support
VI. Synthesis: Combining the traits to profile-paint a picture-the character and how her traits communicate her point of view and the central idea of the text.
Objectives:
· Determine the meaning of words and phrases as they are used in a text (RL4)
· Compose an explanatory response to characterize the speaker of a literary text (W2).
Agenda:
· Identify and employ prepositions.
· Further annotate a text for deeper understanding.
· Compose an explanatory text.
Homework:
· Complete explanatory response ****
· Grammar Diagnostic 8/28
· Complete "Student Information Sheet." 8/28
· Prepositions List Quiz 9/2
*** Note: The assignment to read "What's in a Name?" has been postponed. Please use the following to guide your composition process:
Who is the speaker?
Compose a paragraph analyzing how the speaker exhibits traits and how those traits reveal both her point of view and the central idea of the text. Typing your paragraph is preferred.
Before you draft a response, please compose and complete the following:
In order to compose a thorough explanation of this character, I must consider....
1.
2.
3.
4.
Suggested outline:
I. Thesis
II. Character Trait #1
III. Support
IV. Character Trait #2
V. Support
VI. Synthesis: Combining the traits to profile-paint a picture-the character and how her traits communicate her point of view and the central idea of the text.
Tuesday, August 25
Objectives:
Agenda: o Identify prepositions. o Further annotate a text for deeper understanding. o Assess comprehension and analysis: QUIZ Homework:
Carefully read the following prompts. Some are directives while others are specific annotation instructions constructed to encourage a deeper understanding of text complexity.
|
|
Monday, August 24
Objectives:
o Define and identify prepositions.
o Copy prepositions list.
o Record annotation expectations.
o Read fiction text and respond to questions.
Homework:
1. What does Esperanza mean in English?
2. What is ironic about the speaker's description of her great-grandmother compare to her description of what happens to her grandmother? How does the speaker feel about her grandmother?
3. Tone is how the speaker feels about a subject. What words can be used to identify the tones of the speaker in this excerpt? Provide details to support your choices.
4. Why do you think Esperanza would rather be called Zeze the X? What characteristics would make a name like this appropriate? What does this name choice tell you about Esperanza?
5. Do you like this excerpt? Support your response with details.
Objectives:
- Read and annotate a text to determine an author's central idea and point of view (CCSS RL2, R4)
- Determine the meaning of words and phrases as they are used in a text (RL4)
- Compose written responses to demonstrate understanding/analysis (W4).
o Define and identify prepositions.
o Copy prepositions list.
o Record annotation expectations.
o Read fiction text and respond to questions.
Homework:
- Read "My Name" and respond to wiki questions.
- Dissect paragraph two of "My Name" for its prepositional phrases.
- Read course syllabus.
- "My Name" quiz
- Complete "Student Information Sheet." 8/28
- Prepositions List Quiz 9/2
1. What does Esperanza mean in English?
2. What is ironic about the speaker's description of her great-grandmother compare to her description of what happens to her grandmother? How does the speaker feel about her grandmother?
3. Tone is how the speaker feels about a subject. What words can be used to identify the tones of the speaker in this excerpt? Provide details to support your choices.
4. Why do you think Esperanza would rather be called Zeze the X? What characteristics would make a name like this appropriate? What does this name choice tell you about Esperanza?
5. Do you like this excerpt? Support your response with details.
Prepositions List | |
File Size: | 22 kb |
File Type: | doc |
AK English I Syllabus 2015-2016 | |
File Size: | 95 kb |
File Type: | doc |
My Name | |
File Size: | 26 kb |
File Type: | doc |
Student Information Sheet | |
File Size: | 32 kb |
File Type: | doc |
Annotating a Text | |
File Size: | 190 kb |
File Type: | doc |